Program Overview
The Master of Education in Special Education at University of Cincinnati is a rigorous postgraduate programme delivered fully online. Designed for graduates and professionals seeking advanced expertise in education, the programme develops both theoretical foundations and applied skills essential for today's competitive environment.
Spanning 24 months, students engage with cutting-edge research, industry-relevant case studies, and practical projects. Instruction is delivered in English by research-active faculty with professional expertise.
The programme culminates in a dissertation or capstone project. Graduates are well-prepared for leadership roles, research careers, and doctoral study in education.
Key Program Features
- 100% Online Delivery: Complete all coursework remotely — no campus visits required. Designed for working professionals worldwide.
- Flexible Scheduling: Asynchronous learning options let you study around professional and personal commitments.
- Expert Faculty: Taught by research-active academics and practitioners with deep expertise in Education.
- Diverse International Cohort: Study alongside students from around the world, broadening your global professional network.
- Research-Informed Curriculum: Content grounded in the latest academic research and real-world industry practice.
- Dissertation / Capstone Project: Culminating independent project applying your expertise to an original research question or industry challenge.
- Dedicated Career Support: Access to career coaching, employer networking events, and job placement assistance.
- 24 months Duration: Part-time and accelerated options may be available — enquire with the admissions office.
Career Opportunities
Graduates of the Special Education programme at University of Cincinnati develop the advanced knowledge, analytical skills, and professional networks that leading employers in education value. Common career destinations include:
- University Lecturer / Professor: Teach and conduct research at higher education institutions.
- Curriculum Developer: Design and evaluate educational programmes and learning materials.
- School Principal: Lead school strategy, operations, and community engagement.
- Educational Consultant: Advise schools, governments, and NGOs on learning outcomes.
Graduates have secured roles at multinational corporations, government agencies, research institutions, NGOs, and high-growth startups. Many also progress to doctoral (PhD) programmes.
Program Curriculum
Curriculum
The online Master’s in Special Education (SPED) has three (3) different focus areas to choose from, and it is 30-38 credit hours. UC allows you to really personalize your educational experience to your interest and professional goals. A customized individual schedule will be available following admission. Three Areas of Concentration: Path for Licensure and Reading Endorsement Supporting Students with Complex Needs Transition to Work Endorsement and Special Education Leadership View the Major Map
All core classes are required plus one content area focus. Course Title/Description Credit SPED7054 Advanced Strategies in Special Education This course is designed for masters students enrolled in the online special education masters program. This course covers (a) advanced instructional strategies and curricular planning for children and youth with exceptionalities and (b) advanced methods in providing instructional best practices to the heterogeneous groups of students found in general education contexts. 3 SPED7040 Transition to Work Endorsement: Legal and Ethical Foundations Legal and ethical foundation knowledge for the Ohio transition to work specialist endorsement. 3 SPED7056 Foundations, Trends, and Issues in Special Education Leadership Students establish a foundational understanding ofleadership practices within special education. Students gain understanding by studying how the field of special education leadership has evolved over time. Information presented in this course iscontextualized through various topics including: -special education history, - special education/general education federal law, regulations, and policy, - leadership foundations and theory, and - professional and ethical leadership practices. From this course, students gain a foundational understanding of special educational leadership practices, professional andethical leadership roles, and responsibilities within the field of special education. Students will demonstrate a knowledge base in historical perspectives in special education, leadership, andprofessional ethics, critical analysis and synthesis of information acquired through researchand data. Themes for this course are hinged aroundthe foundations and advocacy of leadership for thesocial and educational betterment for learners, families, and professionals. 3 SPED7092 Master's Project Guidance: Special Education I The Master's Project is an online seminar course completed during a candidate's final year of the program. This seminar facilitates participants' development of skills related to critical self-reflection as individuals and as professional educators. The purpose of Project Guidance is to support candidates in generating a research validated (evidence-based) project that supports the academic, life-skill, occupational, and/or social/emotional development of students. The design of the master's project is to produce a well organized literature review reporting on the current status of literature-based knowledge about a topic. Candidates implement and collect data on the evidence-based practices in a classroom or a service-delivery context. The teacher candidates build the necessary skills to conduct an applied evidence-based master's project. The purpose of this seminar is to support candidates in completing a research validated (evidence based) project that supports the academic, life-skill, occupational, and/or social/emotional development of students. The master's project is a culminating work of the master's program. 3 Required Courses Course Title/Description Credit SPED7052 Universal Design for Learning This course provides an overview of how the principles of Universal Design for Learning can be used to design online and blended learning experiences that meet the needs of diverse learners including those who are accelerated and those who are struggling for a variety of reasons. Special attention will be given to integrating technologies, such as Generative AI, multimedia, and other digital tools, that support student engagement, authentic learning, and general accessibility supports. 3 LSLS7026 Foundations of Language and Literacy Acquisition for Diverse Readers This course examines the cognitive and neurological processes involved in oral language and literacy development. It explores theoretical models that inform reading acquisition and development. This course also helps educators to identify explicit and systematic instruction built on the interrelatedness between language and literacy. Recognition of characteristics, strengths, and needs of diverse reader profiles (i.e., students with dyslexia and other reading disabilities, English learners, and emergent bilinguals) and how to address their unique learning needs through effective instruction is considered and discussed. 3 LSLS7028 Advanced Literacy Assessments in Practicum This course is designed to improve student’s understanding and practical application of various reading and writing assessments (i.e., screening, diagnostic, progress monitoring, classroom assessments). The students will learn how to select, administer, interpret, and share the results of assessment tools, they will also explore how to use assessment results to differentiate core instruction and plan for intervention. This course requires students to work in the field with an individual student and/or small groups of students with reading and writing difficulties. 3 LSLS7029 Advanced Literacy and Writing Instruction in Practicum This course is designed to improve student’s understanding and practical application of evidence-based instruction in the domains of word recognition, language comprehension, and writing. Students will explore the relationships between oral language, phonology, advanced word study, fluency, and comprehension to word recognition and language comprehension instruction. Students will also explore the relationship between foundational writing skills instruction and composition skills instruction in writing. This course requires students to work in the field with an individual student and/or small groups of students with reading and writing difficulties. 3 SPED7007 Promoting Positive Behaviors The primary purpose of this course is to help teacher candidates acquire the understanding and skills related to increasing, decreasing, maintaining, and generalizing behaviors. Teacher candidates enrolled in this course will gain an understanding of applied behavior analysis, and how to create a positive and safe learning environment in schools by carefully assessing socially significant students' needs and the context in which (both desired and problem) behavior occur. Teachers can prevent or decrease problem behavior by: (1) applying effective primary prevention and early intervention strategies in the classroom, and (2) identifying students, with and without disabilities, who need additional behavioral support. Teachers can apply an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active participation, academic engagement, and independence. 3 SPED7008 Curriculum Planning & Instructional Strategies: Mild to Moderate This course provides foundational understanding of curriculum development and instructional planning for individuals with mild to moderate disabilities. Course content covers service delivery, service delivery roles of the special educators, Individual Education Plan (IEP) development, instructional planning and transition preparation and programming. Teacher candidates will develop knowledge and skills in supporting various learning environments, providing for transition, and IEP development. 3 Required Courses Course Title/Description Credit SPED7052 Universal Design for Learning This course provides an overview of how the principles of Universal Design for Learning can be used to design online and blended learning experiences that meet the needs of diverse learners including those who are accelerated and those who are struggling for a variety of reasons. Special attention will be given to integrating technologies, such as Generative AI, multimedia, and other digital tools, that support student engagement, authentic learning, and general accessibility supports. 3 CSD7037 Augmentative and Alternative Communication This course provides a comprehensive overview of augmentative and alternative communication (AAC) supports, assessment, and intervention. Students will learn about the principles and practices of AAC, including the selection and implementation of appropriate AAC strategies for individuals with complex communication needs. This course will prepare students to provide collaborative and culturally humble AAC services to individuals with diverse communication needs. 3 SPED6004 Autism Spectrum Disorders This course examines the psychological models and behavioral characteristics of autism spectrum disorders (ASD). Participants examine and develop an in-depth understanding of the underpinnings of autism, how autism manifests in an individual's life, and the influence of autism on daily functioning at home, school, and in the community.Course content includes the characteristics of autism spectrum disorders (triad), the historical context, the brain-behavior connection, and the three major psychological models (i.e., Theory of Mind, Executive Function, and Central Coherence). The purpose of the course is for participants to understand the cognitive underpinnings of ASD and how these influence everyday life. 3 SPED7055 Autism Spectrum Disorders: Theory to Practice Education professionals gain insights in the theories of Autism Spectrum Disorders (ASD). Based on theoretical understanding, professionals learn evidence based practices for students with ASD and implement these practices in their educational settings with support from instructors. 3 SPED7007 Promoting Positive Behaviors The primary purpose of this course is to help teacher candidates acquire the understanding and skills related to increasing, decreasing, maintaining, and generalizing behaviors. Teacher candidates enrolled in this course will gain an understanding of applied behavior analysis, and how to create a positive and safe learning environment in schools by carefully assessing socially significant students' needs and the context in which (both desired and problem) behavior occur. Teachers can prevent or decrease problem behavior by: (1) applying effective primary prevention and early intervention strategies in the classroom, and (2) identifying students, with and without disabilities, who need additional behavioral support. Teachers can apply an understanding of individual and group motivation and behavior to create a safe learning environment that encourages positive social interaction, active participation, academic engagement, and independence. 3 SPSY8010 Applied Behavior Analysis I This course, the first in a sequence of courses inapplied behavior analysis, provides an in-depth introduction to the philosophy, concepts, and principles of behavior analysis in general, and toapplied behavior analysis in particular. The conceptual foundations developed in this course will be the basis for understanding academic and behavior problems in applied settings and in the development and implementation of: behavioral assessments, functional behavioral hypotheses, intervention procedures directly related to problem function, and data-based decisions about intervention effectiveness. 3 Required Courses Course Title/Description Credit SPED6004 Autism Spectrum Disorders This course examines the psychological models and behavioral characteristics of autism spectrum disorders (ASD). Participants examine and develop an in-depth understanding of the underpinnings of autism, how autism manifests in an individual's life, and the influence of autism on daily functioning at home, school, and in the community.Course content includes the characteristics of autism spectrum disorders (triad), the historical context, the brain-behavior connection, and the three major psychological models (i.e., Theory of Mind, Executive Function, and Central Coherence). The purpose of the course is for participants to understand the cognitive underpinnings of ASD and how these influence everyday life. 3 SPED7041 Transition to Work Endorsement: Assessment and Planning Learning Environments and Supports This course provides information on appropriate assessment and the application of this assessment to planning, implementing, and evaluating learningenvironments and supports in the transition to work. 3 SPED7042 Transition to Work Endorsement: Collaboration and Teaming This course explores the role of the transition towork specialist in collaboration and serving effectively as a member of a team on behalf of students with disabilities. 3 SPED7043 Transition to Work Endorsement: Clinical Experience This clinical experience engages students in the role of transition to work specialist, putting content knowledge into practice. 3 EDLD7035 Educational Leadership Theory This course is designed to introduce the student to the theories and practices of educational leadership and organizational behaviors in school systems. Through a series of individual and collaborative activities, participants will begin to understand and appreciate the challenges faced by modern school leaders. 3 SPED7001 Overview of Special Education Law This course provides students a foundational understanding of the modern practices within special education. Students gain understanding by studying how the field has evolved throughout time. Information presented in this course is contextualized through various means including: understanding of human need, law/policy, and current research. From this course, students gain an initial understanding of the legal and ethical roles and responsibilities of a professional within the field of special education. 3 Optional Courses Course Title/Description Credit SPED7015 Practicum: Second Licensure A full time, supervised, mentored, clinical experience with students who have mild, moderate or intensive educational needs. This experience is designed for students who are seeking intervention specialist licensure as a second license area. 3-12 SPED7016 Special Education Seminar: Second Licensure Seminar to provide a professional learning community to support student teachers during their clinical experience. 1-3 Optional Courses Course Title/Description Credit LSLS7031 Advanced Literacy Research and MTSS This course equips students to critically analyze, synthesize, and apply scientific literacy research findings to comprehensive reading and writing instruction that meets the needs of diverse learners. Topics include the evidence-based practices for teaching foundational writing skills (handwriting and spelling), language concepts, reading comprehension strategies, and composition skills needed by learners across the grade bands to become proficient readers and writers. This course also focuses on the professional skills needed to design, implement, and assess instructional effectiveness in collaborative multi-disciplinary MTSS teams. 3 LSLS7054 Literacy as a Linguistic and Cultural Tool This course examines the social, cultural, and community aspects of literacies, the linguistic and cultural aspects of learning English as a additional language, and the ways in which schoolsmight recognize, maintain, develop, and build uponthe "ways with words" that contemporary students acquire and learn in out-of-school contexts. The course is based on a sociocultural view of literacy, encompassing multidisciplinary approaches and focuses on key sociocultural arguments, influential studies, and their classroom implications. 3
Admission Requirements
Admission Requirements
Admission into the University of Cincinnati’s Master of Education in Special Education online program is selective and based on meeting the requirements outlined below. Applications for the online program are reviewed in a manner that carefully considers all items in your application portfolio. Our Admissions Office is happy to work with you to answer any question you may have and help determine your eligibility. Contact an Enrollment Services Advisor or email onlineenrollment@uc.edu .
A baccalaureate degree from a regionally accredited college or university. Undergraduate Grade Point Average (GPA) of 3.0 (4.0 scale). GRE scores are optional for admission, but encouraged for applicants with an undergraduate GPA below 3.0 (4.0 scale). Admission Materials Statement of academic and professional goals. One (1) Letter of Recommendation. Resume or CV. Unofficial transcripts of all undergraduate and graduate work. A current, valid professional teaching license*. For those wishing to apply without a teaching license, please contact onlineenrollment@uc.edu.*A teaching license is not required to apply for the Supporting Students with Complex Needs concentration.
Complete the online application and submit the application fee. Standard Application Fees: $65.00 for domestic applicants to most degree programs $70.00 for international applicants to most degree programs $20.00 for domestic applicants to Graduate Certificates $25.00 for international applicants to Graduate Certificates Application fees are waived for Summer 2026 applications submitted by March 1st, 2026 Application fees are waived for Fall 2026 applications submitted by July 1st, 2026 Fee waivers are automatically applied for applicants who: are currently serving in the US armed forces are veterans of the US armed forces All applicants are required to upload unofficial transcripts during the application process, showing all undergraduate and graduate course work completed, including degrees granted and dates of conferral. Official transcripts are not required until the student has received and accepted an offer of admission from the university. Once the offer has been confirmed, the student must submit official transcripts. Students who have received degrees from the University of Cincinnati do not need to submit official paper copies of their UC transcripts. Transcripts can be submitted electronically or by mail. To see if your transcript(s) can be ordered electronically, visit the links below and search for your previous school(s). Parchment Please select “University of Cincinnati – Main Campus” as the recipient of your transcript. National Student Clearinghouse Please have your transcript sent directly to admissions@uc.edu . If you do not see your past school(s) listed on either site, please contact the school(s) directly. Then, mail your sealed, unopened, official transcripts to: Please mail sealed, unopened, official transcripts to: University of Cincinnati Office of Admissions PO Box 210091 Cincinnati, Ohio 45221-0091 Transfer Credits On a case-by-case basis, a student may petition to have graduate credit from an accredited college or university counted as the equivalent of another course in the curriculum and accepted as transfer credit. In such cases, a student will have to supply a course syllabus to ensure that the content in the course taken at another university is equivalent to the content of the course in the M.Ed. curriculum. A course with a similar name or the same name as a course offered at the University of Cincinnati does not necessarily mean that the content of the course is similar enough to accept it as transfer credit to our program. Students may transfer up to nine (9) hours of graduate credit in Education courses from an accredited college or university. Special Education related graduate certificate and endorsement coursework completed at the University of Cincinnati may fully be applied towards this Master’s in Special Education. Graduate courses outside of Education will not be accepted. Courses taken outside an accredited college or university—such as non-credit professional development—will not be accepted. Only courses with grades of B or higher will be considered for transfer. No credit is given for previous work history. Courses taken more than seven (7) years prior to a student’s entrance into the program will not be accepted as transfer credit. Speak with an Enrollment Services Advisor to discuss the petition process. One letter of recommendation is required. Recommendations should come from individuals who can attest to your academic and professional skills. References from current and former employers are always desirable. Additionally, recommendations from contacts within academia or professional organizations you’re involved in are also desirable. Those writing letters should explain who they are, their relationship to the applicant, and what they know of the applicant’s academic and professional abilities. Letters of recommendation from family, friends, or current students are not accepted. Recommendations are submitted by the recommender themselves; they cannot be completed or submitted by the applicant or another party on behalf of the reference. Professional Resume: A resume relevant to academic and professional data. It should include the applicant’s name; phone; email; colleges attended with degrees, dates conferred, and grade point average; employment history; professional experience; present employer; and names of references. Curriculum Vitae: A detailed look at the applicant’s career path, including achievements, publications, and awards. Including comprehensive information about candidate’s research background, presentations, publications, committee memberships and other experience of an academic, clinical, or scientific nature. The goal statement serves as a sample of the applicant’s writing quality and ensures their goals match with the program. It should denote applicant’s desired program concentration (if applicable) and highlight applicant’s motivation for pursuing a career in the field, and how the program will benefit them. GRE scores are optional for admission. Scores are recommended to strengthen applications that may be weak in areas. For example, applicants with a minimum undergraduate GPA of less than 3.0 should include GRE scores with their application. GRE Scores: All three sections of the General Test taken within the last 5 years. Desired Scores: 470 Verbal; 540 Quantitative, and 4.5 Writing (old scale) OR 151 Verbal; 147 Quantitative, and 4.5 Writing (new scale). International students are required to submit official TOEFL, TSE, and TWE scores for tests taken within the last seven years, prior to the application deadline for the term of the application. These scores must be submitted directly to the program office. More information about these tests can be found here . Applicants who have earned a degree in China must submit an English-version verification report from the China Academic Degrees and Graduate Education Development Center (CDGDC) of their final transcripts and degree certificates. All verification reports must be sent to the University of Cincinnati directly by the CDGDC to be considered official. No other verification will be accepted. Applicants with Chinese transcripts must contact the CDGDC after their degree is completed and request that their degree verification report be submitted directly to the University of Cincinnati. Students who request a verification report prior to degree conferral will be required to submit a second report after conferral. Verification reports can be ordered at the following websites: Chinese English For questions regarding international student admissions contact an Enrollment Services Advisor .
Tuition & Financial Information
Tuition Fee
USD 725/year (international)
Tuition & Fees
The University of Cincinnati's online course fees differ depending on the program. On average, students will accrue fewer fees than students attending on-campus classes. The one fee applied across all UC Online programs is the distance learning fee. Students living outside the state of Ohio must also pay an additional “non-resident” fee to enroll in courses at UC Online. This fee is lower than the out-of-state fee for traditional on-campus programs. To view tuition information and program costs, visit the Online Program Fees page.
Financial Aid & Scholarships
Financial Aid & Funding Opportunities
A range of funding options may be available to students enrolling at University of Cincinnati. Explore all options early — many scholarships have deadlines months before programme start.
- University Scholarships: University of Cincinnati may offer merit-based, need-based, or programme-specific scholarships for postgraduate students. Contact the international or financial aid office for current awards.
- Government Scholarships (): National governments often fund outbound and inbound student mobility. Check your home country's government scholarship schemes (e.g., national student loan bodies, ministry of education awards).
- International Scholarships: Major funders include: Commonwealth Scholarships, Fulbright (USA programmes), Chevening (UK), Erasmus+ (Europe), DAAD (Germany), Campus France, Australia Awards, and many more.
- Employer Sponsorship: Professionals returning to study may negotiate tuition sponsorship with their employer, particularly for MBA or executive programmes.
- Graduate Assistantships / Fellowships: Some universities offer funded research or teaching assistant positions that include a stipend and partial or full tuition waiver.
- External Foundations: Rotary Foundation, Aga Khan Foundation, Ford Foundation, and many discipline-specific bodies fund postgraduate study globally.
- Payment Plans: Flexible instalment plans may allow you to spread tuition payments across the academic year.
About University of Cincinnati
University of Cincinnati
Cincinnati, United States
University of Cincinnati is a distinguished institution of higher education committed to academic excellence, innovative research, and preparing students for leadership in their chosen fields. The...
University Profile- Language English
- Duration 24 months
- Credits 120 ECTS / 360 credits (2-year programme)